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ERIC Number: EJ308343
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Does Theory Guide Teaching Practice?
Swanson, H. Lee
Remedial and Special Education (RASE), v5 n5 p7-16 Sep-Oct 1984
An investigation of effects of information processing models on instruction showed that strategy and metacognitive instruction is infrequent in teacher-child interactions; a behavioral paradigm captures most teacher-child interactions; what teachers say and do is discrepant; and content of teacher-child verbal behavior varies minimally between learning disability and regular. (Author/CL)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A